Standards for Teaching Seasons to K-1

The Standards
Social Sciences/Geography17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each

17.B.1a Identify components of the Earth’s physical systems

17.B.1b Describe physical components of ecosystems

17.C.1a Identify ways people depend on and interact with the physical environment

17.C.1b Identify opportunities and constraints of the physical environment

(Standards Continued)
1.C.1a Use information to form questions and verify predictions 1.C.1b Identify important themes and topics
1.C.1c Make comparisons across reading selections1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters) 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation 2.A.1b Classify literary works as fiction or nonfiction

Literature
2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others Writing3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech 3.B.1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports 3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration Listening and Speaking

4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said 4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension 4.A.1c Follow oral instructions accurately

4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell). 4.B.1b Participate in discussions around a common topic
Research
5.A.1a Identify questions and gather information
5.A.1b Locate information using a variety of resources5.B.1a Select and organize information from various sources for a specific purpose 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, nonprint, human and technological resources to acquire and use information Science

11.A.1a Describe an observed event
11.A.1b Develop questions on scientific topics11.A.1c Collect data for investigations using measuring instruments and technologies 11.A.1e Arrange data into logical patterns and describe the patterns 11.A.1f Compare observations of individual and group results 12.B.1a Describe and compare characteristics of living things in relationship to their environments 12.B.1b Describe how living things depend on one another for survival 12.C.1a Identify and compare sources of energy (e.g., batteries, the sun) 12.D.1b Identify observable forces in nature (e.g., pushes, pulls, gravity, magnetism) 12.E.1a Identify components and describe diverse features of the Earth’s land, water and atmospheric systems 12.E.1b...

YOU MAY ALSO FIND THESE DOCUMENTS HELPFUL

...﻿Standard1: understand the principles and values essential for working with children and young people
a. Think of a particular situation when you were able to treat children, young people, their families and their carers with respect.
b. Now think of another situation when you were able to treat children, young people, their families and their carers
as equals
We had an occasion when a YP was asking me to take her to her grandparents’ house to collect some items that she had left there a couple of days previously. I’d heard that morning that this YP had been rude and abusive to her nan when she’d brought her home from that visit because the nan had said that she would not be able to come and collect her again the next day.
The YP thought that her nan was just being lazy and couldn’t be bothered. What we, the staff, knew , and the YP didn’t, was that her nan had terminal cancer and was weak and tired with that and her treatment.
So, when the YP requested to be taken to collect her items I refused to just take her, pick up the stuff and leave. I insisted that we arrange to go, stay for a drink and a chat because I thought it would be rude, disrespectful and hurtful to the grandparents to not stay. I also explained that I felt that she needed to mend ‘bridges’. She relied on the relationship quite a lot. After some discussion, the YP agreed that we’d go and chat.
I then phoned the grandparents to arrange it and to discuss with them about telling...

...Principles of Teaching1
Assignment # 11. Can the learner imagine something which he has not first experienced through his senses?
By the power of imagination, the learner is able to form representations of material objects which are not actually present to the senses.
2. How do feelings affect the leaner’s learning?
By the learner’s feelings and emotions, s/he experiences the pleasantness or unpleasantness, the satisfactoriness or un- satisfactoriness, the pain and the joy of an object or an activity.
3. How different is Gardner’s MI theory from the traditional concept of intelligence?
Howard Gardner’s theory on multiple intelligence has gone beyond the linguistic and mathematical intelligence, as compared to the traditional concept of intelligence.
4. What are the nine intelligences according to Gardner? Describe each.
Gardner chose eight abilities that he held to meet these criteria: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion.
Logical-mathematical. This area has to do with logic, abstractions, reasoning, numbers and critical thinking. This also has to do with having the capacity to understand the underlying principles of some kind of causal system. Logical reasoning is closely linked to fluid intelligence and to general...

...INVESTIGATING MEANINGFUL TEACHING
MODULE 2
Diane DeVore
SPE-529N SPECIAL EDUCATION FOUNDATION/FRAMEWORK
Sandra Lehr-Cecere, Instructor
July 7, 2010
There is a lot to learn about Special Education and it takes special and dedicated people to teach. I interviewed two inclusion teachers, a special education teacher, and a school principal on their opinions and experiences regarding special education, teaching and learning, and the philosophy of education.
Many special education teachers works with children who lives many learning disabilities such as mental retardation, traumatic brain injury, vision impairment and emotional disruptions that affect their ability to function in a regular classroom. These students learn that everyone is acceptable no matter what is told. For these students, success is simply just trying by just setting high standards that will build life changing confidences and remarkable results to believe that all students can achieve. Being in a regular classroom, special education students learn self-care and social interactions in which they are able to participate and complete assignments in English, Reading, Writing, Math, Science and Social Studies. You have to have patience to be a good special education teacher. Every day is a new day. This way of thinking can benefit anyone is a regular or inclusion classroom setting.
Special education teachers must be organized, patient, and able...

...as any other teachers, encounter various professional problems concerning lesson planning, class management, student motivation, coping with unpredicted issues, and numerous other problems. There are many specific problems that usually only foreign language teachers meet, e.g. the usage of the mother tongue during the lessons etc.
Student motivation
One of the most important problems the English language teacher faces is student motivation. For learning of any new language motivation is crucial and the teacher must understand its importance. It is especially essential when teaching young students and adolescents. There are two types of motivation: extrinsic (stimulus forms outside the classroom and individual, forced by external influence, e.g. different rewards, social approval etc.) and intrinsic (motivation comes from inside the classroom or personal interests of the student, e.g. method of teaching, activities presented in the classroom). The key problem connected with motivation is its sustaining. The teacher’s main task is to help students to sustain their motivation. (Harmer, 21)
The teacher’s professionalism is very important factor for motivation. Teacher’s support and help are also vital for student motivation for learning foreign languages. The encouragement of students and good teacher-student relations are highly important for students’ self-esteem and confidence. Students with normal self-esteem enjoy the learning process and...

...Guidance on the national occupational standards for supporting teaching and learning in schools
National occupational standards for supporting teaching and learning
in schools: unit titles and their elements
The national occupational standards for supporting teaching and learning in schools (STL NOS) can be found on the national database of national occupational
standards (www.ukstandards.org) or downloaded from the TDA website at www.tda.gov.uk/stlnosunits.
Unit title
Elements
STL1 Provide support for
learning activities
1.1 Support the teacher in planning learning
activities
1.2 Support the delivery of learning activities
1.3 Support the teacher in the evaluation of
learning activities
STL2 Support children’s
development (CCLD 203)
2.1 Contribute to supporting children’s physical
development and skills
2.2 Contribute to supporting children’s
emotional and social development
2.3 Contribute to supporting children’s
communication and intellectual
development
2.4 Contribute to planning to meet children’s
development needs
Training and Development Agency for Schools
Page 1 of 13
About NOS
This unit is about
support provided to the teacher and pupils to ensure effective teaching and
learning. It involves agreeing with the teacher the individual’s role in supporting
planned learning activities, providing the...

...﻿Chapter 1
Introduction
Backround of the Study
The Philippine education system pursues the achievement of excellent undergraduates
In the elementary and secondary level. The department of education pronounces the addition –
of two more years in the basic education of the student, which according to them will benefit not only
Filipino youth but all Filipino in the Philippines
The administration asserts that with the implementation of such program, the problem of
unemployment in the country will be resolved. In as much as employment int the Philippines is
concered, the K12 education also responds to the fact that most countries in the world already have the
same plan in their educational institutions. With this, the standards of these countries go a notch higher
than what the countries has, thus, creating an expansion in the global competency.
We need to add two years to our basic education. Those who can afford pay up to fourteen
years of schooling before university. Thus, their children are getting into the best universities and the
best job after graduation. I want at least 12 years for our public school children to give them even
chance at succeeding
K12 education system are additional years to secondary level. This research contains some
information about curriculum of K12. This means that the present four years in high school will be called
junior high school and additional two years as senior high...

...1. Understand the value of team working.
1.1. Explain what is meant by team working.
Team working may be defined as a work practice based on the use of teams, or groups of limited numbers of people, who have shared objectives at work and who co-operate, on a permanent or temporary basis, to achieve those objectives in a way that allows each individual to make a distinctive contribution.
In recent decades, team working has grown in importance. Previously, roles at work were often well-defined; in the traditional office or factory; for example, there was usually a strict division of responsibilities and most job titles conveyed exactly which duties people would be expected to undertake. But with advances in technology and education, employers began to place a growing emphasis on versatility, leading to an increasing interest in team working at all levels. The gradual replacement of traditional hierarchical forms with flatter organisational structures, in which employees are expected to fill a variety of roles, has similarly played a part in the rise of the team.
1.2. Explain the benefits and challenges of team working.
Benefits
Sharing of ideas
In our workplace when we have a team meeting we can share ideas to get the best possible care for our children, we can also discuss any new ideas as a team to improve our working.
Motivational
Not wanting to let the team down. Shared targets and aims for the team to meet.
Employees needs
Employees...